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[教案]全國首屆小學英語優質課競賽一等獎教案-給力英語
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star  發布日期: 05/9/12 10:23 : No.1

Asking the Way
(上海市虹口區貝貝英語學校 祁承輝)
I.Teaching Content
Asking the Way
A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?
B: Sure. You can go there by bus.
A: Is it a long way from here?
B: No, it'll take you fifteen minutes.
A: Which bus can I take?
B: You can take a No. 2 bus.
A: Where is the bus stop?
B: Just go straight. Look, the bus is coming.
A: Thank you very much.
B: You're welcome.

II. Teaching procedures
Step 1. Warming-up
T: Nice to meet you. My name is Bright. B-R-I-G-H-T.
Shall we sing an English song named "Bingo", and try to change the' word "Bingo" with my name "Bright"?
Step 2. Presentation
T: I'm new here, when I arrived at the airport, I heard someone said "對不起"(注①),"早晨好"(注②).I really want to know their meanings in English. Could you help me?
S: "對不起" is "Excuse me" and "早晨好" is "Good morning".
T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.
S1: Bai Lian Dong Park.
S2: Fisher Girl.
S3: Jiuzhou Town.
T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city?
S1: 2000 Hotel.
S2: Yindu Hotel.
S3: Bihai Hotel.
(The teacher takes notes while the students are speaking.)
Step 3. New structures learning
T: They all sound very nice. But how can I get there, by bus or by bike?
S: By bus.
T: And how long will it take me to get there? Maybe
fifteen minutes is enough.
(The teacher looks at the watch and gives the students a gesture.)
1) Draw a stick-figure picture to help the students understand the meaning of the sentence:
"It'll take someone some time to do something."
2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the students imitate the sentence.
3) A guessing game:
T: Please look at these pictures and guess "How long will it take me to ...?"
T: How long will it take me to have a football match?
S1: It'll take you ninety minutes.
T: Yes.
4) Get the students to listen to the recording of the dialogue, in order to introduce the new sentence: "Just go straight."
5) Use the multi-media to help the students understand the meaning of the sentence "Go straight."
6) Write the sentence on the blackboard, and have the students imitate the sentence: "Just go straight."
Step 4. Practice
1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs.
2) Encourage the students to read their dialogue with their deskmates.
Step 5. Consolidation
T: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, so I've prepared some photographs for you.
1) Show the photographs of "Nanjing Road", "Pudong New Area" and "the Bund" to the students.
2) Get the students to ask the teachers from Shanghai something they don't know, such as directions, transportations in Shanghai.
3) Ask some students to introduce their tour plans to Shanghai.
 
注①、注②:因競賽在珠海舉行,授課教師用廣東話說“對不起”和“早晨好”。
 
專家點評
上海參賽選手祁承輝老師所做的課 Asking the Way 是一節理念正確、設計巧妙、活動豐富、效果突出的優秀參賽課。這堂課充分體現了以學生為主體的教學思想。本節課主要體現出以下幾個特點:
1、趨向真實交際的教學設計
教師以自己來自上海和對珠海不熟悉為由,請學生向他介紹當地的名勝,進而表示對這些地方很感興趣,并詢問去這些地方的方式和所需要的時間。由此自然而巧妙地展開本課的話題,使課堂教學從一開始就進入真實的交際場景,形成活躍的課堂氣氛。學生為能夠運用自己熟悉的內容與教師交流而獲得成功感,并為能通過交流幫助了教師而感到興奮,從而使學習的自信心倍增。同時也使課文對話變成實際交流中的表達和交流需求。在接下來的教學中,教師抓住師生之間的信息差,讓學生問有關上海的情況。學生在教師的引導下 (教師詢問問題),既進行了存在信息差的實際交流,又練習和掌握了問路與指路的語言結構和用法。
2、以學生為主體的活動安排
在本課中,該教師安排了多樣的學生活動,其中有個人、兩人、小組和全班性的,有教師指導性的,也有需學生獨立或合作完成的。活動均有明確的目標與要求,并能夠安排在一定的語境和情景中進行,突出了培養學生用英語做事情和用英語進行交流的能力,體現了交際語言教學的思想。評價一節課成功與否,主要應看學生在活動中的參與程度 (外顯的語言行為和內部語言思維過程),學生言語交際的有效性,以及學生在學習中表現出的情感、合作精神和學習與交際策略等方面的發展情況。在本次課上,學生能夠積極參與討論且活動量大,并有自由發揮的空間,教學效果良好。教師在教學活動中,注意了自己角色的轉換與控制,在啟發與示范后,能夠把足夠的時間留給學生,讓學生努力實踐與展示自己。另外,這節課的活動安排張弛有度,活而不亂;同時,教師能根據學生的接受能力和表現狀況適時調整活動安排與教學要求,表現了該教師較強的教學能力和教學組織能力,體現了以學生為主體、教師為指導的教學原則。
3.良好的自身素質與教學素質
授課教師在教學中表現出較高的教學素養。首先是良好的教學語言表達能力,語音、語調自然,清晰,強調適度 (包括有時降低音量等手段的運用);其次是形體語言在教學中運用相當出色,能夠吸引學生的注意力,輔助教學效果突出;還有一個特點是學生思維活躍,課堂教學容量較大;教學節奏掌握得當。這些都離不開教師自身較高的素質和平時的努力與積累,因為教師的每一節課都是自己整體水平的綜合展現。全國小學大面積開設英語課即將開始,這既給我們帶來了機遇,也向我們提出了更高的要求和挑戰,希望有更多的優秀小學英語教師脫穎而出。

評課人:張連仲 (大賽評委、北京首都師范大學外語系)


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star  發布日期: 05/9/12 10:25 : No.2

全國首屆小學英語優質課競賽一等獎教案 (二)
Shopping
(湖南省長沙市育英學校 歐陽丹熙)
一、教學內容
Shopping
A: Hello! Can I help you?
B: Yes, I want a sweater for my daughter, please.
A: How about this one?
B: Oh, good. The size is OK.
C: Mum, I don't like the colour.
A: Do you like this purple one?
C: Cool! That's my favourite colour.
B: How much is it?
A: Sixty-eight yuan.
B: Here's the money.
A: Thanks.
size 尺寸;大小
purple 紫色的
cool 棒的

二、教學目的與要求
1. 能聽懂、會說本篇對話;
2. 能運用會話中的句型進行擴展性的情景會話;
3. 能聽懂、會說新單詞:purple, size, cool。

三、教學重點
能運用所學句型進行擴展性的情景會話。

四、教學手段
運用多媒體輔助教學。

五、教具準備
一件毛衣,各種文具、食品、服裝、玩具和水果等。

六、教學步驟
Step 1. Greetings
T: Good morning, boys and girls. glad to meet you.
Step 2. Presentation
(1) Lead-in
T: You know, I'm new here. I thought it would be hot in Zhuha.But today it is cold. I'm just in a blouse.
Now I'm feeling a little cold. So I want to go shopping and buy some warm clothes. (Read the title "shiopping".)
(2) Play a guessing game (課件:顯示屏上出現一些碎片,碎片慢慢擴大,變成一件毛衣)
T: What am I going to buy? What do I want? Just guess and say: "YOu want ..."
(3)(課件:教師走進一家服裝店,與售票員進行交談。)
T= the teacher C= the computer Ss= the studentsC: Can I help you?
(Learn to say:"Can I helpyou?")
T: I want a sweater, sir.
C: How about this one? (課件:售貨員拿出一件很大的毛衣。)
T: I think it's too big.
C: How about this one? (課件:售貨員拿出一件很小的毛衣。)
T:How about this one? What do you think?
Ss:It's too small.
C: How about this one? (課件:售貨員拿出一件對教師來說大小合適的毛衣。)
(Learn to say:"How about...?")
T: I think the size is OK. Do you think so?
Ss:yes!
(Learn to say:"size".)
(Read after the teacher:"The size is OK.")
T: The size is OK, sir. but I don't like this colour.
C: What's your favourite colour?
T: What's my favourite colour is
...(課件:毛衣隨著學生的回答變換顏色,并由此引出新授單詞"purple"。)
(Learn to say:"purple".)
T: (take out a purple sweater)I like this purple sweater.
(4) Play a game: Guess the price of the sweater.
Ss: How much is it?
S1 : ...yuan.
(If the price S1 guess is too low, the teacher will say:"Up, up, up."; if too high, the teacher will say:'' Down, down, down." Each students has three chances to guess.)
After the students guess the price right, the teacher puts on the purple sweater and asks the students "Am I cool?"
(Leatn to say:"Cool".)
Step 3. Practice
(1)Listen to the dialogue.
T: What have you heard in the dialogue?
(2)Listen to the dialogue and repeat it sentence by sentence.
(3)Pratice in groups of three.
Step 4 Consolidation
(1)Divide all the students into 5 groups: stationer's, toy shop, clothes shop, fruit shop and food shop. Put some goods in each shop. Get the students to do the shopping in groups. (每組由一名學生當售貨員,其它學生充當顧客。)
(2)Ask the students to go to different shops and buy different things. (把全班分成五個組,即五個“商店”,顧客可以到任
何一家“商店”“購買”自己喜歡的物品。教師到各組去指導,同時教師也當顧客,購買物品。
(3)教師總結全課,表揚做得好的學生。電腦計分牌顯示勝方,并伴隨勝方的歡呼聲。
Step 5 Ending
The students sing a song "Good-bye."


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star  發布日期: 05/9/12 10:27 : No.3



全國首屆小學英語優質課競賽一等獎教案 (三)
A Telephone Call
(廣州珠海香洲區吉蓮小學 鮑當洪)
I.Teaching Material
A Telephone Call
A: May I speak to Jim, please?
B: Sorry. He's not at home.
A: Where is he now?
B: He went to the bookshop.
A: Would you please take a message?
B: Sure.
A: Tomorrow is Teachers' Day. We'll have a party at school.
B: What time is the party?
A: At three thirty in the afternoon.
B: OK, I'll tell him When he's back.
A: Thank you.

II. Teaching Aims
1) Enable the students to make telephone calls in English and
get them to know how to behave themselves on the telephone.
2) Raise the students' interest to learn English.
3) Encourage the students to have good cooperation with one another.

III.Teaching contents
1 ) Patterns:
May I speak to ...?
Would you please take a message?
2) Vocabulary: message, party, take a message

IV.teaching Aids
Four toy telephones, a CD-ROM, a toy Santa Claus.

V. Teaching procedures
Step 1. Warming-up Exercise
Sing the song "Greetings".

Step 2. Presentation and Practice
1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.
2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.
3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:
---- May I speak to...?
---- Speaking.
Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make phone calls.
4) Ask one student his/her name and his/her home telephone number, using the following sentences:
Would you please 'tell me your name?
Would you please tell me your home telephone number?
5) Make a telephone call to a student and get the students to learn the following short dialogue:
T: Hello. Is that 8614761?
S: Yes.
T: May I speak to Xiao Long?
S: Sorry, he is not in the office.
T: Would you please take a message and ask him to come to school this afternoon?
S: Sure.
T: Thank you.
6) Ask the students to make calls in groups.
Then ask some pairs to act out to see if they know how to use the patterns below:
May I speak to..,?
Would you please take a message?
7) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" withthe following questions in mind:
What is the message about?
What time is the party?
Then ask the students some questions if they have understood
the dialogue.
8) Ask the students to look at the dialogue on the screen and listen to it again.
9) The teacher tells the students the meaning of the word "tomorrow" with the help of a calendar and the following sentences:
We'll have a party at school.
I'll tell him when he's back.
10) Ask the students to read the new word and the sentences on the blackboard.
11) Ask the students to retell the dialogue in their own words in pairs.
12) Play the game "Throwing Santa Claus" to see if the students can say the sentences well.
The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.
13) Ask the students to act out the dialogue in roles.
Step 3.
1) Show the students three pictures on the screen. Ask them to
make telephone calls in groups based on the picture they have chosen.

Picture One: You want to invite Tom to play footbaU with you, butTom hasn't got a telephone at home. You ask Rose to take a message to Tom.
Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not atme. His sister picks up the
phone.
Picture Three: You will hold a birthday party on Sunday. You
phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?
2) Ask some pairs to act out their telephone calls.
3) Ask the students to make phone calls to the teachers who are sitting around the dassroom.
The teacher tells the students:"There will be a party on New Year's Day. We will invite some teachers to come to our party.
Write the names and the telephone numbers of some teachers and maketelephone calls to them".
Step 4. Summary
Tell the students the way of making a phone call in their daily life.
Step 5. Homework
Ask the students to make phone calls to their friends and tell them their school life after class.
Step 6: Ending
Sing the song "Happy Weekend".
 
專家點評
鮑當洪老師執教的 A Telephone Call是一節真實、自然、生動、有趣的小學英語課。該課教學目的明確,教學過程有序,教學活動設計合理,教學各環節過渡自然,學生思維活躍。這節課在組織和設計上主要有以下特點:
1.注重學生的主體地位,實現了教師角色的轉變。
執教教師從學生的興趣出發,通過創設情景,示范教學內容,啟發學生的思維,組織學生實踐,培養學生的語言交際能力。教師在整個教學活動中成功地扮演了多個角色。首先,他是一個示范者,他為學生展示語言結構、意義和語言運用的情景;同時他又是一個啟發者,啟發學生思考,引導學生想象;其次,他還是一個情景的設計者和學習的指導者,他通過多媒體課件展現生動、逼真的交際情景,幫助和引導學生在語境中理解語言的結構和意義;此外,他更是一名課堂活動的組織者、學生學習的激勵者和促進者,他通過玩具小電話、身體語言設計情景,組織學生開展游戲和兩人小組活動,給學生提供模仿、體驗、實踐和創造性運用語言的機會,并在活動中適時地鼓勵和表揚學生,保護學生的自信心和學習的積極性,使學生學有所獲。

2.注重把語言結構和語言功能有機結合,實現了從知識到能力的轉變。
本課教學內容涉及關于打電話的表達方式,執教教師能夠注意處理好結構與功能的關系,將語言結構的學習融于模擬的交際情景之中。教師在教學的設計上采用分解難點、分步呈現、逐步擴展、層層深入的方式,注重示范質量,保證學生對語言意義的正確理解,通過各種模仿和操練活動,使學生掌握新的語言形式。例如,教師運用多媒體創設了不同的生活情景,讓學生兩人一組選擇其中的一種,并運用所學語言進行模擬交際,促進了知識向能力的轉化。

3.注重教學內容與學生的生活經驗相結合,實現了學以致用的教學目標。
鮑老師通過創設情景,將學習內容與學生的實際生活相結合,使學生身臨其境,從而達到了學以致用的目的。例如,他在給某個學生打電話之前,先用英語了解學生家的電話號碼,然后撥號給該學生打電話,讓學生感到真實和親切。同時,他設置的三個情景:約同學踢足球,約同學看望老師,約同學參加生日晚會,也都反映了學生的實際生活。追求語音、語調自然,教態親切、大方,風格友善和幽默也是鮑老師教學成功的重要因素。當然,本節課還有改進的余地,例如,在學生兩人小組活動中,教師對學生角色的描述不夠明確,使得學生對話中的一些語言顯得不夠得體。此外,讓學生向現場聽課的老師詢問電話號碼時,應該適時教給學生使用得體的語言,以避免學生在特定的場合出現使用不得體的問話方式。

評課人:王 薔(大賽評委、北京師范大學外語系主任)


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star  發布日期: 05/9/12 10:27 : No.4




全國首屆小學英語優質課競賽一等獎教案 (四)
In a Fast-food Restaurant
(浙江寧波市戎徐小學 朱雪君)
I.教學內容
In a Fast-food Restaurant
Waiter: Hello, can I help you?
Mum: Yes. What would you like, Dick?
Dick: I’d like a hamburger.
Mum: Me, too.
Waiter: Would you like something to drink?
Mum: Oh, yes. Two glasses of orange juice, please.
Dick: Mum, can I have an ice-cream?
Mum: Sure. Two hamburgers, two glasses of orange juice and an ice-cream.
Waiter: OK. Here you are. 38 yuan, please.
Mum: Here the money.
Waiter: Thanks.
生詞:fast-food / resaurant / hamburger
句型:What would you like?
Would you like something to eat/ drink?
II、教學目標:
1. 能聽、讀、說fist-food/restaurant/hamburger,并了解其含義;
2.能靈活運用重點句型,并清楚其運用的場合和語氣;
(1) What would you like?
(2)Would you like something to eat/drink?
3.能模仿本文對話,并能在一定的語境中運用所學語言進行交際;
4.培養學生的注意力和觀察力,激發學生積極思維,挖掘學生運用語言的創造能力。
III、教學重難點:
1.重難點句型:
(1)What would you like?
(2)I’d like ...
(3)Would you like something to eat/drink?
(4)…,please.
2.掌握有關食物名稱的詞匯。
III、教具準備:
食物圖片:ice-cream, hamburger, cake, bread, juice, milk, water,
hot-dog, Frenh fries等。
食物和飲料:hamburger,cake,bread,milk,orangejuice,cola等。
道具:服務員工作帽、圍裙、托盤。 多媒體課件一套。
IV、教學過程:
Step 1.Warm-up activities
(1)Do it! (學生按教師的指令做動作)
T:Stand up!/Sit down!/Sit down!/Stand up! (教師輔以手勢)
T:Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!
(教師和學生一起做,每個動作持續一段時間后,教師突然說:“Stop!”要求學生立刻停下來。)
(2)Do as 1 do?(教師做動作并表達,引導學生邊做邊說:“Me,t00.”)
教師做睡覺狀,并用低緩語調說:“I’m tired.”引導學生說:“Me,t00.”
教師做笑臉狀,并用歡快語調說:“I’m happy.”引導學生說:“Me,t00.”
教師做干渴狀,并說:“I’m thirsty.”引導學生說:“Me,.too.”
教師手摸肚子,并說:“I’m hungry. ”引導學生說:“Me,.too.”
(3)Listen and act!(學生按教師的指令做動作。)
教師說:“Let’s eat!"(做吃東西狀),學生跟著做動作。
指令依次為:Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通過此活動,操練對話中的有關單詞,例如:eat,drink,fast。)
Step 2.Revision and presentation
(1)教師問:“What do you like to eat?”讓學生根據自己的喜好,用已學句型“I like…”回答。
(2)教師出示卡片hamburger,并問:“Do you like a hamburger?”
(3)學生學說hamburger一詞,教師板書單詞,并抽查一組學生,學生快速讀詞。
(4)出示有關食物的卡片(hamburger,cake,ice-cream,iuice,milk,…),讓學生認讀。
(5)做游戲:“What’s missing?'’(教師從卡片中任意抽掉一張,再讓學生看卡片讀單詞,然后讓學生說出拿掉的是哪一張卡片。)
Step 3. Pattem drills and dialogue teaching
(1)選取單詞卡片4—5張,同時出示給學生,并提問:“What would you like?'’引導學生回答:“I’d like…”教師把該卡片送給說出正確答案的學生。
(2)教師把手中卡片送完后攤開雙手說:“No food lefi! But don’t worry,let’s go to the restaurant.You can choose whatever you like.”
(3)屏幕上出現單詞RESTAURANT及三幅食物圖片:noodles,fish,rice。教師提問:“What would you like?'’讓學生用“I’d like ...”回答。當學生選中一種食物時,教師點擊該圖,出現該食物的價格。教師對該生做手勢并說:“20/30 yuan,please.'’引導學生說:“Here’s the money.”當屏幕上顯示的是免費食物時,教師則帶領全班學生對該學生說:“Conigatulations!”
(noodles—20 yuan;fish—free;rice—10 yuan)
(4)屏幕上出現單詞BAR和三幅圖片:wine,coffee,juice (wine—600 yuxm,coffee—30 yuan,juice—free),教師請一學生提問并操作(練習方式同上)。
(5)教師指著,juice說:“I’d like juice very much.I even drink juice on my birtllday.”屏幕上出現Happy Birthday to you! 和一只蛋糕。教師說:“Suppose today was your birthday,what would you like?'’引導學生用“I’d like…”句型表達自己的愿望。
(6)屏幕上出現一疊疊錢的畫面。教師問:“If you had lots of money,what would you like?'’讓學生繼續用“I’d like...”句型回答。教師引導學生說:“A car? A computer?”等,拓展學生的思維。
(7)教師說:“If I had lots of money,I’d like to open a big fast-food restaurant.”自然引出對話主題。教師出示快餐店圖片,并介紹說:“Look,this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs,hamburger,salad,French fries…” (出示食物圖片)
(8)讓學生模仿跟讀單詞fast-food restaurant,并選1、2組學生朗讀,教師板書該詞。
(9)教師系上圍裙,拿起裝有食物(cake,hamburger,bread,juice,milk,water,ice-cream)的托盤,扮演服務員,并說:“Are you hungry? Would you like something to eat? What would you like?'’讓學生回答,回答正確的學生可以得到該食物。
(10)當食物分完后,教師解下圍裙,做出疲倦狀,并說:“Oh,I’m tired and hungry.”引導學生說:“Would you like something to eat? What would you like?”教師收回學生所選的食物后說:“I’m full.I’m not hungry.But I’m thirsty now.”教師繼續引導學生說:“Would you like something to drink? What would you like?”
(11)教師說:“I’m not hungry and thirsty now.Thank you,boys and girls.You’ve done a very good job today.”
Step 4. Communicative practice
(1)屏幕上出現招聘服務員的海報,教師扮成快餐店經理,并說:“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’
(2)邀請幾位學生上來,給他們戴上服務員的帽子,并讓他們站成一排;然后,教師(扮演經理)對“應聘者”發指令:“Line up!Turn left!Turn right!Smile and say:Welcome! Can I help you? What would you like? Would you like something to eat?'’每做幾個動作,就請不合要求的“應聘者”回去,最后剩下兩位“應聘者”。
(3)教師對全班學生說:“Who’s the best one?Please discuss in pairs.”引導學生兩人一組討論,以確定最后被“錄用者”。
(4)請幾組學生扮演顧客,來快餐店購物,比較兩位應聘者所提供的服務。
(5)最后選出最佳“服務員”。
(6)教師說:“Now 1et’s open our fast-food restaurant.”教師出示有關食物,引導所選的“服務員”與全班同學進行以下對話:
W:Can I help you?
Ss:Yes.
W:What would you like?
Ss:I’d like a hamburger.
W:Would you like something to drink?
Ss:Two glasses of orange juice.
W:OK.Here you are.48 yuan, please.
Ss:Here’s the money.
W:Thanks.
Step 5.Dialogue practice
屏幕上出現課文對話。教師讓學生先聽對話并跟讀,然后分角色朗讀。


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admin  發布日期: 05/9/12 21:08 : No.5

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